<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-7026</journal-id>
<journal-title><![CDATA[Psicología, Conocimiento y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Psicol. Conoc. Soc.]]></abbrev-journal-title>
<issn>1688-7026</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Psicología. Universidad de la República]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-70262025000101515</article-id>
<article-id pub-id-type="doi">10.26864/pcs.v15.n1.5</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Validación de la Escala de Cansancio Emocional en universitarios peruanos]]></article-title>
<article-title xml:lang="en"><![CDATA[Validation of the Emotional Exhaustion Scale in Peruvian University Students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Validação da Escala de Exaustão Emocional em estudantes universitários peruanos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alcántara-Obando]]></surname>
<given-names><![CDATA[Marlo Obed]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz-Quiroz]]></surname>
<given-names><![CDATA[Nuria Analy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Matara-Pérez]]></surname>
<given-names><![CDATA[Nicold Sarahy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Asencios-Ríos]]></surname>
<given-names><![CDATA[Katty Analinda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peralta-Eugenio]]></surname>
<given-names><![CDATA[Gutember Viligran]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>15</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-70262025000101515&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-70262025000101515&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-70262025000101515&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La Escala de Cansancio Emocional (ECE) es uno de los instrumentos más estudiados en Latinoamérica para medir el cansancio derivado de las actividades académicas en estudiantes universitarios. Esta investigación revisa sus propiedades tras realizar modificaciones en ocho de los diez ítems de la versión original, con el objetivo de ofrecer un instrumento estandarizado para la población universitaria peruana. El estudio incluyó a 778 estudiantes universitarios, de edades entre 16 y 35 años (M = 20.5, DE = 2.3). Se aplicaron dos instrumentos junto a la ECE para evaluar su validez: a) la Escala de Ansiedad, Depresión y Estrés (DASS21) y b) la Escala de Autoeficacia Percibida Específica de Situaciones Académicas (EAPESA). Los resultados, basados en el modelo unidimensional de la escala, indicaron un buen ajuste (&#967;2 (35) = 110, p &lt; .001, RMSEA = .05 (.04-.06), SRMR = .03, CFI = .99 y TLI = .99) y alta confiabilidad (&#969; = .94). Además, la ECE mostró una correlación positiva con el DASS21 y una correlación negativa con la EAPESA (-.25). En conclusión, la versión revisada de la ECE exhibe un adecuado ajuste a su estructura interna, así como validez convergente, divergente y confiabilidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The Emotional Exhaustion Scale (EES) is one of the most studied instruments in Latin America for measuring fatigue associated with academic activities in university students. This study reviews its properties after modifying eight of the ten items in the original version, with the goal of offering a standardized instrument for the Peruvian university population. The study included 778 university students, aged 16 to 35 years (M = 20.5, SD = 2.3). Two instruments were administered alongside the EES to evaluate its validity: a) the Anxiety, Depression, and Stress Scale (DASS21) and b) the Perceived Self-Efficacy Scale Specific to Academic Situations (EAPESA). The results, based on the unidimensional model of the scale, indicated a good fit (&#967;2 (35) = 110, p &lt; .001, RMSEA = .05 (.04-.06), SRMR = .03, CFI = .99 and TLI = .99) and high reliability (&#969; = .94). Furthermore, the ECE showed a positive correlation with the DASS21 and a negative correlation with the EAPESA (-.25). In conclusion, the revised version of the ECE exhibits an adequate fit to its internal structure, as well as convergent and divergent validity and reliability.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A Escala de Exaustão Emocional (EES) é um dos instrumentos mais estudados na América Latina para mensurar a fadiga associada às atividades acadêmicas em estudantes universitários. Este estudo revisa suas propriedades após a modificação de oito dos dez itens da versão original, com o objetivo de oferecer um instrumento padronizado para a população universitária peruana. O estudo incluiu 778 estudantes universitários, com idades entre 16 e 35 anos (M = 20,5, DP = 2,3). Dois instrumentos foram administrados juntamente com a EES para avaliar sua validade: a) a Escala de Ansiedade, Depressão e Estresse (DASS21) e b) a Escala de Autoeficácia Percebida Específica para Situações Acadêmicas (EAPESA). Os resultados, baseados no modelo unidimensional da escala, indicaram um bom ajuste (&#967;2 (35) = 110, p &lt; 0,001, RMSEA = 0,05 (0,04-0,06), SRMR = 0,03, CFI = 0,99 e TLI = 0,99) e alta confiabilidade (&#969; = 0,94). Além disso, a ECE apresentou correlação positiva com a DASS21 e correlação negativa com a EAPESA (-0,25). Em conclusão, a versão revisada da ECE apresenta um ajuste adequado à sua estrutura interna, bem como validade e confiabilidade convergentes e divergentes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Cansancio emocional]]></kwd>
<kwd lng="es"><![CDATA[universitarios]]></kwd>
<kwd lng="es"><![CDATA[validez]]></kwd>
<kwd lng="es"><![CDATA[confiabilidad]]></kwd>
<kwd lng="en"><![CDATA[Emotional exhaustion]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
<kwd lng="en"><![CDATA[validity]]></kwd>
<kwd lng="en"><![CDATA[reliability]]></kwd>
<kwd lng="pt"><![CDATA[Exaustão emocional]]></kwd>
<kwd lng="pt"><![CDATA[estudantes universitários]]></kwd>
<kwd lng="pt"><![CDATA[validade]]></kwd>
<kwd lng="pt"><![CDATA[confiabilidade]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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